20 lessons across 6 modules
Two lessons that establish three things: an honest map of where you are starting from (the confidence audit); a working understanding of what the LCCS specification requires of students (and therefore of you); and a productive mindset for delivering LCCS without pretending to be a domain expert.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The LCCS Specification — Three Strands, Two Components, and the Tranche 3 Refresh | Beginner |
CS-education research is unusually clear that 'watch the teacher code, then write your own' produces poor outcomes for novices. This module replaces that pattern with computational thinking as named classroom moves, PRIMM and worked examples, explicit instruction in debugging, and a sequenced two-year Python progression with programming-specific assessment.
| Computational Thinking as Classroom Practice | Beginner | ||
| PRIMM, Worked Examples and Misconception Diagnostics | Beginner | ||
| Teaching Debugging Explicitly | Beginner | ||
| Scaffolding Python Across Two Years and Assessing Programming Progress | Beginner |
This module addresses the elephant in the room for out-of-field LCCS teachers: the Core Concepts strand requires substantive subject knowledge that most cross-trainers have never formally studied. The module covers each area at the level the LCCS specification actually requires and the SEC written paper actually asks: data representation; algorithms; computer systems; networks and the web; and AI, machine learning and computers in society.
| Data Representation — Binary, Encoding, Images and Sound for Non-specialists | Beginner | ||
| Algorithms and Algorithmic Thinking for Non-specialists | Beginner | ||
| Computer Systems — Hardware, Software, Operating System for the Written Paper | Beginner | ||
| Networks and the Web — the Topic Most Out-of-field Teachers Find Hardest | Beginner | ||
| AI, Machine Learning and Computers in Society | Beginner |
The four prescribed Applied Learning Tasks account for roughly 40 hours of LCCS classroom time across the two-year course. They are the main vehicle for the Computer Science in Practice strand and the principal way students develop the design, build, and reflection muscles they will need for the Coursework Project. This module gives out-of-field teachers both the pedagogy for running ALTs well and a frank framework for the realistic 3-vs-4 decision.
| Designing and Running Alts in a Crowded Senior Cycle Calendar | Beginner | ||
| Using Alts as Coursework Project Preparation | Beginner |
The Coursework Project carries 30% of the LCCS grade and is the largest single source of teacher anxiety. It is teacher-supervised but externally assessed, and the marking scheme is unforgiving in specific ways that catch out new LCCS teachers. This is the longest of the assessment-focused modules because the Coursework Project is where good teaching most directly affects student outcomes.
| Reading the Coursework Project Brief and Marking Scheme Like an Examiner | Beginner | ||
| Coaching Topic Selection and Supervising the Year-long Project | Beginner | ||
| Applying the Marking Scheme to a Sample Submission | Beginner |
The written paper carries 70% of the LCCS grade, yet it is the component most likely to be neglected because the Coursework Project is louder. This module gives the written paper its proper share of attention: the paper's structure and question architecture, the SEC chief examiner reports, exam technique embedded year-round, and a final synthesis lesson covering the participant's year plan, recruitment from the JC Coding pathway, and final reflection.
| The Written Paper — Structure, Question Architecture and Marking Patterns | Beginner | ||
| Chief Examiner Insights — Highest-frequency Errors and Teaching Responses | Beginner | ||
| Exam Technique Across the Year — Question Parsing, Code-question Strategy and Time Management | Beginner | ||
| Your Year Plan, Recruitment Pipeline and Final Reflection | Beginner |
Two lessons that establish three things: an honest map of where you are starting from (the confidence audit); a working understanding of what the LCCS specification requires of students (and therefore of you); and a productive mindset for delivering LCCS without pretending to be a domain expert.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The LCCS Specification — Three Strands, Two Components, and the Tranche 3 Refresh | Beginner |
CS-education research is unusually clear that 'watch the teacher code, then write your own' produces poor outcomes for novices. This module replaces that pattern with computational thinking as named classroom moves, PRIMM and worked examples, explicit instruction in debugging, and a sequenced two-year Python progression with programming-specific assessment.
| Computational Thinking as Classroom Practice | Beginner | ||
| PRIMM, Worked Examples and Misconception Diagnostics | Beginner | ||
| Teaching Debugging Explicitly | Beginner | ||
| Scaffolding Python Across Two Years and Assessing Programming Progress | Beginner |
This module addresses the elephant in the room for out-of-field LCCS teachers: the Core Concepts strand requires substantive subject knowledge that most cross-trainers have never formally studied. The module covers each area at the level the LCCS specification actually requires and the SEC written paper actually asks: data representation; algorithms; computer systems; networks and the web; and AI, machine learning and computers in society.
| Data Representation — Binary, Encoding, Images and Sound for Non-specialists | Beginner | ||
| Algorithms and Algorithmic Thinking for Non-specialists | Beginner | ||
| Computer Systems — Hardware, Software, Operating System for the Written Paper | Beginner | ||
| Networks and the Web — the Topic Most Out-of-field Teachers Find Hardest | Beginner | ||
| AI, Machine Learning and Computers in Society | Beginner |
The four prescribed Applied Learning Tasks account for roughly 40 hours of LCCS classroom time across the two-year course. They are the main vehicle for the Computer Science in Practice strand and the principal way students develop the design, build, and reflection muscles they will need for the Coursework Project. This module gives out-of-field teachers both the pedagogy for running ALTs well and a frank framework for the realistic 3-vs-4 decision.
| Designing and Running Alts in a Crowded Senior Cycle Calendar | Beginner | ||
| Using Alts as Coursework Project Preparation | Beginner |
The Coursework Project carries 30% of the LCCS grade and is the largest single source of teacher anxiety. It is teacher-supervised but externally assessed, and the marking scheme is unforgiving in specific ways that catch out new LCCS teachers. This is the longest of the assessment-focused modules because the Coursework Project is where good teaching most directly affects student outcomes.
| Reading the Coursework Project Brief and Marking Scheme Like an Examiner | Beginner | ||
| Coaching Topic Selection and Supervising the Year-long Project | Beginner | ||
| Applying the Marking Scheme to a Sample Submission | Beginner |
The written paper carries 70% of the LCCS grade, yet it is the component most likely to be neglected because the Coursework Project is louder. This module gives the written paper its proper share of attention: the paper's structure and question architecture, the SEC chief examiner reports, exam technique embedded year-round, and a final synthesis lesson covering the participant's year plan, recruitment from the JC Coding pathway, and final reflection.
| The Written Paper — Structure, Question Architecture and Marking Patterns | Beginner | ||
| Chief Examiner Insights — Highest-frequency Errors and Teaching Responses | Beginner | ||
| Exam Technique Across the Year — Question Parsing, Code-question Strategy and Time Management | Beginner | ||
| Your Year Plan, Recruitment Pipeline and Final Reflection | Beginner |
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